This is an unofficial list of courses anticipated in coming quarters. Finalized course schedules are published on the registrar's Course Search Page. The documents of record for courses and requirements can be found at the College Catalog and the Graduate Announcement archives.
20000. Introduction to Human Development. (Staff)
20150/30150. Language and Communication. (S. Mufwene)
20305/40315. Inequality in Urban Spaces. (M. Keels)
20802. Gender, Sexuality, & Religion. (M. Chladek)
21000/31000. Cultural Psychology. (R. Shweder)
21401. Introduction to African Civilization II. (J. Cole)
21910. Political Psychology: Rallies, Riots, & Revolutions. (S. Power)
23301/33301. Culture, Mental Health and Psychiatry. (E. Raikhel)
23360/33360. Methods in Gesture and Sign Language Research. (S. Goldin-Meadow)
23440. Health, Medicine, & Human Rights. (A. Mueller, C. Offidani-Bertrand)
23511. Memory, Reconciliation, and Healing: Transitional Justice as Human Rights (G. Velez)
26000/30600. Introduction to Social Psychology. (W. Goldstein)
27821. Urban Schools and Communities. (S. Stoelinga)
27850/41451. Evolutionary Psychology. (D. Maestripieri, D. Gallo)
27950/37950. Evolution and Economics of Human Behavior. (D. Maestripieri)
29700. Undergraduate Reading and Research. (Select Faculty)
29900. Honors Paper Preparation. (Select Faculty)
30901. Biopsychology of Sex Differences. (J. Mateo)
32200. Anthropology and “the Good Life”: Culture, Ethics, and Well-being (F. McKay)
34501. Anthropology of Museums. (M. Fred)
35401. Advanced Topics in Mesoamerican Language and Culture. (J. Lucy)
37201. Language in Culture - I (C. Nakassis)
39900. Readings in Human Development. (Select Faculty)
40000. HD Concepts. (J. Lucy)
40128. Sociology of Education. (A. Mueller)
42402. Trial Research in Human Development II. (M. Keels, L. Richland)
43345. The work of “care”: managing life in the 21st century. (J. Cole, E. Raikhel)
43600. Processes of Judgment and Decision Making. (W. Goldstein)
45601. Moral Psychology & Comparative Ethics. (R. Shweder)
48001. Mind and Biology Proseminar I. (Staff)
48412. Publications, Grants, and the Academic Job Market. (D. Maestripieri)
49900. Research in HD. (Select Faculty)
20100. Human Development Research Designs in the Social Sciences. (A. Mueller)
20209. Adolescent Development (M. Spencer)
20300. Biological Psychology. (L. Kay, B. Prendergast)
20702. Child Language: Socialization, Development, and Acquisition (L. Horton)
20803. Morality across the Life Course. (M. Chladek)
20804. Religion, the Body, & Mental Health. (M. Chladek)
21500. Darwinian Health. (J. Mateo)
21920/41920. The Evolution of Language. (S. Mufwene)
21930. Remembering & Imagining. (S. Power)
22830. Migration and Multicultural France [In Paris] (J. Cole)
23248/43248. Research Methods in Behavior and Development. (J. Mateo)
23249. Animal Behavior. (S. Pruett-Jones)
23930/33930. Biological and Cultural Evolution. (S. Mufwene, W. Wimsatt)
25250. Disability in Local and Global Contexts. (M. Friedner)
26660/36660. Genes and Behavior. (S. London)
26901. Psychology for Citizens. (W. Goldstein)
27822. Critical Issues in Urban Education. (S. Stoelinga)
29700. Undergraduate Reading and Research. (Select Faculty)
30102. Introduction to Causal Inference. (K. Yamaguchi)
37202. Language in Culture - II. (M. Silverstein)
39900. Readings in Human Development. (Select Faculty)
40207. Development in Adolescents. (M. Spencer)
40770. Early Childhood: Human Capital Development and Public Policy. (A. Kalil)
43550. Gesture. (S. Goldin-Meadow)
45699. When Cultures Collide: The Multicultural Challenge. (R. Shweder)
46661. Advanced Topics in Behavioral Genomics. (S. London)
48002. Mind and Biology Proseminar II. (Staff)
49900. Research in Human Development. (Select Faculty)
21901/31901. Language, Culture, and Thought. (J. Lucy)
21940. Methods for the Social Sciences. (S. Power)
22819. Philosophy of Education. (B. Schultz)
22831. Debates in Cognitive And Social Neuroscience. (J. Cloutier)
23403. Borders, (Im)mobilities, and Human Rights. (D. Ansari)
25900. Introduction to Developmental Psychology. (K. O'Doherty)
29700. Readings and Research in Human Development. (Select Faculty)
29701/39701. Intro to Buddhism. (S.Collins)
29800. BA Honors Seminar. (A. Drake)
32822. Phenomenology & Madness: Perspectives from Cultural Psychiatry. (F. Mcckay)
39900. Readings in Human Development. (Select Faculty)
40853. Topics in Developmental Psychology III. (A. Shaw)
42401. Trial Research in Human Development I. (M. Keels)
44700. Sem: Topics in Judgment and Decision Making. (W. Goldstein)
45501. Cognition and Education. ( L. Richland)
46460. Disability, Dependency, and the Good Life. ( M. Friedner)
48003. Mind and Biology Proseminar III. (Staff)
49900. Research in Human Development. (Select Faculty)
20000. Intro to Human Development. PQ: CHDV majors or intended majors. (=PSYC 20850) This course provides an introduction to the study of lives in context. The nature of human development from infancy through old age will be explored through theory and empirical findings from various disciplines. Reading and discussion will emphasize the interrelations of biological, psychological, sociocultural forces at different points of the life cycle. CHDV Distribution: R (Staff, Autumn).
20100. Human Development Research Designs in the Social Sciences. (=PSYC 21100)This course aims to expose students to a variety of examples of well-designed social research addressing questions of great interest and importance. One goal is clarify what it means to do"interesting" research. A second goal is to appreciate the features of good research design. A third goal is to examine the variety of research methodologies in the social sciences, including ethnography, clinical case interviewing, survey research, experimental studies of cognition and social behavior, behavior observations, longitudinal research, and model building. The general emphasis is on what might be called the aesthetics of well-designed research. CHDV Distribution: R (A. Mueller, Winter).
20150/30150. Language and Communication. (=LING 20150/30150) This course is a complement to the Introduction to Linguistics sequence. It can also be taken as an alternative to it by those students who are not majoring in Linguistics but are interested in learning something about language. The topics covered by the class include, but are by no means limited to the following: What is the position of spoken language in the usually multimodal forms of communication among humans? In what ways does spoken language differ from signed language? What features make spoken and signed language linguistic? What features distinguish linguistic means of communication from animal communication? How do humans communicate with animals? From an evolutionary point of view, how can we account for the fact that spoken language is the dominant mode of communication in all human communities around the world? Why cannot animals really communicate linguistically? How did language evolve in mankind and how did linguistic diversity emerge? Is language really what makes mankind unique among primates? What factors bring about language evolution, including language loss and the emergence of new language varieties? This a general education course without any prerequisites. CHDV Distribution: B, C; 5* (S. Mufwene, Autumn)
20209. Adolescent Development (=PSYC 20209) Adolescence represents a period of unusually rapid growth and development. At the same time, under the best of social circumstances and contextual conditions, the teenage years represent a challenging period. The period also affords unparalleled opportunities with appropriate levels of support. Thus, the approach taken acknowledges the challenges and untoward outcomes, while also speculates about the predictors of resiliency and the sources of positive youth development. CHDV Distribution: B, D (M. Spencer, Winter)
20300. Biological Psychology. (=PSYC 20300, BIOS 29300) Prerequisites: Some background in biology and psychology. What are the relations between mind and brain? How do brains regulate mental, behavioral, and hormonal processes; and how do these influence brain organization and activity? This course introduces the anatomy, physiology, and chemistry of the brain; their changes in response to the experiential and sociocultural environment; and their relation to perception, attention, behavioral action, motivation, and emotion. CHDV Distribution: A (L. Kay, B. Prendergast, Winter).
20305/40315. Inequality in Urban Spaces. (=PBPL 20305, CRES 20305) The problems confronting urban schools are bound to the social, economic, and political conditions of the urban environments in which schools reside. Thus, this course will explore social, economic, and political issues, with an emphasis on issues of race and class as they have affected the distribution of equal educational opportunities in urban schools. We will focus on the ways in which family, school, and neighborhood characteristics intersect to shape the divergent outcomes of low- and middle-income children residing with any given neighborhood. Students will tackle an important issue affecting the residents and schools in one Chicago neighborhood. CHDV Distribution: B ;2* (M. Keels, Autumn)
20702. Child Language: Socialization, Development, and Acquisition. (=LING, PSYC) This course will provide a broad cross-disciplinary introduction to the study of how children learn language. This question is of interest to many fields, in particular: developmental psychology, linguistic anthropology and linguistics, but each of these fields have markedly different perspectives on the nature of the process and outcomes of language learning. This class will use background lectures and seminar discussions to explore theoretical claims and methodological strategies across disciplines.
The topics will include case studies from a variety of languages and cultures and students will be encouraged to think critically about the benefits and drawbacks of each of the three disciplinary perspectives to better understand what it means to “know” a language in a cognitive, cultural and structural sense. Finally, we will consider the implications of linguistic fluency for cognition, in terms of “semantic accent” as well as the specific kinds of linguistic competence, like literacy, that are the result of specialized training and education. CHDV Distribution: B, C (L. Horton, Winter)
20802. Gender, Sexuality, & Religion. (=GNSE 20802, ANTH 25207) In many cultural contexts today, religion is often seen as a socially conservative force in public and political realms. For instance, Christian “pro-life” movements in the US often draw on tropes of women’s “traditional” role as mothers to argue against easily accessible abortion clinics or contraceptives; recent faith-based objections to legal protections for LGBTQ individuals; and debates in the US and Western Europe about Muslim women’s use of the veil as inherently disempowering women. Social scientists have often noted the logics of duality that shape our contemporary world: religious/secular, traditional/modern, conservative/liberal, private/public, etc. Within this logic, religious peoples are presumed to be traditional or “primitive” and therefore hostile to modernity or foreclosed from being modern. Similarly, to be progressive or liberal, one is assumed to be secular and skeptical of religion. Is it always the case, though, that religion is conservative, traditional, and works to maintain the status quo of possible gender roles and sexual identities in society? The goal of this course is to investigate this question. We will look at contemporary places around the world, multiple religions, and various genders and sexualities in order to complicate the picture of how religion and gender inform one another. CHDV Distribution: C (M. Chladek, Autumn)
20803. Morality across the Life Course. What does it mean to be a moral person? And how do moral expectations within a given society shift across the life course? Social scientists have noted that what it means to be a moral child may not always be the same as what it means to be a moral adolescent or middle-aged adult. At the same time, scholars have been interested in how moral ideals pass from one generation to another through processes such as socialization. Social reproduction must also deal with globalization and other sources of social change. By honing in on such processes of social reproduction and change, many have suggested we may better understand how moral beliefs change across generations and over time. In this course we will explore these processes of moral development, socialization, and change, drawing largely on anthropological and psychological research. While early developmental psychologists theorized moral development as stage-based and teleological (i.e., an ultimate, ideal adult moral personhood towards which developmental stages were progressive steps), anthropologists and cultural psychologists working in many different cultural contexts have complicated this understanding of morality. We will begin the quarter by looking at some of the early texts and theories about moral development in addition to early concerns about social reproduction across generations. Afterwards we will turn to a series of ethnographic monographs in order to explore in detail how particular life course stages are conceptualized in moral terms in various parts of the world and in different contexts of social change. CHDV Distribution: B, C (M. Chladek, Winter)
20804. Religion, the Body, & Mental Health. In this course, we will explore how people experience religion across social and historical contexts, as well as how religion shapes ideas of what it means to be mentally healthy and how to treat illness. In the first half, we will focus especially on the role of the body in religious experiences: how people comport, discipline, and alter their bodies in attempts to create religious experiences. In the second half, we will turn to health: how religion mediates between cultural understandings of mental health, well-being, or illness and the experience of a normatively healthy mind and body. CHDV Distribution: C, D (M. Chladek, Winter)
21000/31000. Cultural Psychology. (=PSYC 23000/33000, ANTH 24320/35110, GNSE 21001/31000, AMER 33000) PQ: Third or fourth year standing. There is a substantial portion of the psychological nature of human beings that is neither homogeneous nor fixed across time and space. At the heart of the discipline of cultural psychology is the tenet of psychological pluralism, which states that the study of "normal" psychology is the study of multiple psychologies and not just the study of a single or uniform fundamental psychology for all peoples of the world. Research findings in cultural psychology thus raise provocative questions about the integrity and value of alternative forms of subjectivity across cultural groups. In this course we analyze the concept of "culture" and examine ethnic and cross-cultural variations in mental functioning with special attention to the cultural psychology of emotions, self, moral judgment, categorization and reasoning. CHDV Distribution: B, C; 2*, 3* (R. Shweder, Autumn).
21401. Introduction to African Civilization II. (=ANTH 20702, HIST 10102, CRES 20802) The second quarter of the African Civilization sequence takes up the classic question of continuity and change in African societies by examining the impact of colonialism and daily life in post-colonial societies. The course is structured in terms of critical themes in the study of modern African societies. The themes that we address are: the colonial experience, with particular emphasis on the symbolic and intimate dimensions of the colonial experience, anti-colonial movements and the construction of political imaginaries, and finally the experience of everyday life in the context of neoliberal economic reform. We will focus on the countries of South and South Eastern Africa: Kenya, Zimbabwe, Zambia, South Africa and Madagascar. CHDV Distribution: C (J.Cole, Autumn)
21500. Darwinian Health. (=GNDR 21500, HIPS 22401) Permission of Instructor Only This course uses an evolutionary, rather than clinical, approach to understanding why we get sick. In particular, we will consider how health issues such as menstruation, senescence, menopause and allergies can be considered adaptations rather than pathologies, and how in our rapidly changing environments these traits may no longer be beneficial. CHDV Distribution: A (J. Mateo, Winter)
21901/31901. Language, Culture, and Thought. (=PSYC 21950/31900, ANTH 27605/37605, LING 27700/37700) Grad status, Undergrads in 3rd or 4th year, or permission of instructor. This is a survey course exploring the role of natural language in shaping human thought. The topic will be taken up at three levels: semiotic-evolutionary (the role of natural language in enabling distinctively human forms of thinking--the rise of true concepts and self-consciousness), structural-comparative (the role of specific language codes in shaping habitual thought--the "linguistic relativity" of experience), and functional-discursive (the role of specialized discursive practices and linguistic ideologies in cultivating specialized forms of thought--the pragmatics, politics, and aesthetics of reason and expression). Readings will be drawn from many disciplines but will emphasize developmental, cultural, and critical approaches. Class time will be divided between lecture and discussion. CHDV Distribution: B, C (J. Lucy, Spring)
21910. Political Psychology: Rallies, Riots, & Revolutions. The aim of this class is to introduce undergraduate students to the trans-disciplinary study of political psychology and to challenge deeply held assumptions in light of the debates and discussions stimulated by the readings each week. Readings pull from across the social sciences with a particular focus on political, social, and cultural psychology; political science and sociology, and are chosen to provide a broad overview of the expansive literature on this topic. Students will engage with the fundamental issues concerning political psychology, and will learn to think through historical and contemporary issues in relation to social change and social stasis with reference to the readings and other course materials. More specifically, students will learn how to apply class concepts to better understand a broader range of issues concerning how social movements form, grow, and disperse; why people justify the unfair or corrupt systems in which they live; police and protester interaction; the psychology of riots; and the psychology of democracies and dictatorships. Each student will write an essay about a particular topic or principle from the trans-disciplinary field of political psychology (e.g. contagion; democratic citizens; worker strikes; processes of social change, etc.) or about a particular contemporary or historical case study (e.g. the 1992 L.A. riots or 2011 U.K. riots; the Arab Spring; Irish anti-water tax protest; the recent women’s march; various social justice movements, etc.) CHDV Distribution: C (S. Power, Autumn)
21920/41920. The Evolution of Language. (=LING 21920/41920, CHSS 41920, PSYC 41920, EVOL 41920, ANTH 47305) How did language emerge in the phylogeny of mankind? Was its evolution saltatory or gradual? Did it start late or early and then proceed in a protracted way? Was the emergence monogenetic or polygenetic? What were the ecological prerequisites for the evolution, with the direct ecology situated in the hominine species itself, and when did the prerequisites obtain? Did there ever emerge a language organ or is this a post-facto construct that can be interpreted as a consequence of the emergence of language itself? What function did language evolve to serve, to enhance thought processes or to facilitate rich communication? Are there modern “fossils” in the animal kingdom that can inform our scholarship on the subject matter? What does paleontology suggest? We will review some of the recent and older literature on these questions and more. (S. Mufwene, Winter)
21930. Remembering & Imagining. Remembering and imagining are two core processes of human development. In this class we will study how, when, why, and what people remember and imagine on individual, group, and national levels. Readings for this interdisciplinary course pull from across the social sciences, including psychology, anthropology, sociology, political science, and history. The aim of the class is to think deeply about how individual life courses, group membership, and national identities are situated in the present but are constructed through complex processes of remembering and imagining. In the class we will discuss and debate the scopes and limits of these two interrelated processes for understanding individual lives, group trajectories, and possible future societies. We will discuss the ways in which memories inform imagination; how memories can be constructed; metaphors of memory and imagination; and how remembering and imagining impact our daily realities, lived experiences, and possible worlds. We will review literature illustrating why the past and future is often contested. Students will write a final paper on a topic of interest based on course material. CHDV Distribution: B,C (S. Power, Winter)
21940. Methods for the Social Sciences. Methods reveal and conceal. But multiple methods are needed if social science is to advance and deal with the pressing issues of both the present and the future. In this class we will read classic studies from across the social sciences to think about the scopes and limits of individual research methods. Students will learn how to combine various methods, at multiple levels of analysis, to understand social scientific phenomenon and how to make sense of sometimes-contradictory evidence. Readings will draw from classic studies in anthropology, sociology, and psychology and will cover a variety of methods from ethnographies, qualitative interviewing, field experiments, and cognitive experiments, in multiple socio-cultural contexts and in relation to a variety of social scientific issues. In conjunction to reading about research methods, students will also learn about multiple methods by actively conducting their own research project. The final paper will be a discussion of the project itself, as well as a critical reflection on the research process and the methods used. CHDV Distribution: M (S. Power, Spring)
22819. Philosophy of Education. (=PHIL 22819) What are the aims of education? Are they what they should be, for purposes of cultivating flourishing citizens of a liberal democracy? What are the biggest challenges—philosophical, political, cultural, and ethical—confronting educators today, in the U.S. and across the globe? How can philosophy help address these? In dealing with such questions, this course will provide an introductory overview of both the philosophy of education and various educational programs in philosophy, critically surveying a few of the leading ways in which philosophers past and present have framed the aims of education and the educational significance of philosophy. From Plato to the present, philosophers have contributed to articulating the aims of education and developing curricula to be used in various educational contexts, for diverse groups and educational levels. This course will draw on both classic and contemporary works, but considerable attention will be devoted to the work and legacy of philosopher/educator John Dewey, a founding figure at the University of Chicago and a crucial resource for educators concerned with cultivating critical thinking, creativity, character, and ethical reflection. The course will also feature field trips, distinguished guest speakers, and opportunities for experiential learning. (B. Schultz, Spring)
22830. Migration and Multicultural France [In Paris] (= ANTH 22830) In the fall of 2016, an intriguing human interest story appeared in the French press: Cedric Herrou, a thirty-seven year old olive farmer who lives in the French Alps had been arrested for helping African migrants cross from Italy into France, on their journey to Germany and England in search of work. A few months later, Herrou was tried for breaking French law and abetting clandestine migration. The way the case was reported in the French press, however, suggested it was the values of the French Republic as much as Herrou, who was on trial. When the judge asked him why he’d continued to smuggle illegal immigrants across the border despite having been warned by the police, Herrou boldly responded: “Because I am a Frenchman.” The crowd that had gathered in the courtroom cheered.
Herrou’s case might be taken to indicate two opposing positions with respect to contemporary immigration in France. On the one hand, since the French revolution, France has been known as a place that not only welcomed refugees but where immigration and naturalization has been possible because of an emphasis on jus solis--that is the idea that one can gain citizenship not just through blood but through being born in a place or through legal procedures of naturalization. On the other hand, since the 1980s, when the second generation of North African and African immigrants began to be an increasingly visible presence in France, immigration - not least immigration from the former French colonies -- has become a political flashpoint associated with the growing popularity of France’s far-right nationalist political party, the National Front. The recent crisis associated with the arrival of refugees from Syria has only fanned the flames of these deep-rooted tensions.
In light of these issues, this course offers an introduction to the contemporary study of immigration, especially in the French context, although some of our readings may also draw on comparative examples from the US or other parts of the world. We will focus especially on immigration from France’s former colonies in North and West Africa. Throughout the course, we will pay particular attention to both the political, economic and social forces that have shaped French policies with respect to immigration and the concerns and experiences of migrants. Course materials will include a combination of academic texts, novels and films. CHDV Distribution: B, C (J. Cole, Winter, Paris)
22831. Debates in Cognitive And Social Neuroscience. (=PSYC 22831) This course will survey some of the current debates in the fields of cognitive and social neurosciences. The readings and discussions will cover a variety of topics ranging from the functional specificity of brain regions supporting face processing to the network of brain regions believed to support mental state inferences about others. Discussions and response papers will emphasize careful consideration of each perspective on these topics. CHDV Distribution: A (J. Cloutier, Spring)
23248/43248. Research Methods in Behavior and Development. Permission of instructor, 3rd and 4th year Undergraduates allowed. In this graduate seminar we will discuss research design, experimental methods, statistical approaches and field techniques. Other topics will be covered depending on participant interests, such as acoustic analyses, ethogram development, event recorders, spectrophotometers, marking methods, spatial analyses and grant-writing strategies. The course is primarily designed for studies of non-human animals, although studies of human behavior, especially developmental studies, will be addressed. CHDV Distribution: M* (J. Mateo)
23249. Animal Behavior. (=BIOS 23249, HDCP 41650, PSYC 23249) PQ: Completion of the general education requirement in the biological sciences. This course introduces the mechanism, ecology, and evolution of behavior, primarily in nonhuman species, at the individual and group level. Topics include the genetic basis of behavior, developmental pathways, communication, physiology and behavior, foraging behavior, kin selection, mating systems and sexual selection, and the ecological and social context of behavior. A major emphasis is placed on understanding and evaluating scientific studies and their field and lab techniques. CHDV Distribution: A (S. Pruett-Jones, Winter)
23301/33301. Culture, Mental Health and Psychiatry. (=ANTH 24315, ANTH 35115, HIPS 27302) Prerequisites: Undergraduates must have previously completed a SOSC sequence. While mental illness has recently been framed in largely neurobiological terms as "brain disease," there has also been an increasing awareness of the contingency and complexity of psychiatric disorders. In this course, we will draw upon readings from medical and psychological anthropology, cultural psychiatry, and science studies to examine this paradox and to examine mental health and illness as a set of subjective experiences, social processes and objects of knowledge and intervention. Questions explored include: Does mental illness vary across social and cultural settings? How are experiences of people suffering from mental illness shaped by psychiatry's knowledge of their afflictions? CHDV Distribution: C, D (E. Raikhel, Autumn)
23360/33360. Methods in Gesture and Sign Language Research. (= PSYC 23360/33360, LING 23360/ 33360) In this course we will explore methods of research used in the disciplines of linguistics and psychology to investigate sign language and gesture. We will choose a set of canonical topics from the gesture and sign literature such as pointing, use of the body in quotation, and the use of non-manuals, in order to understand the value of various effective methods in current use and the types of research questions they are best equipped to handle. CHDV Distribution: M; M* (S. Goldin-Meadow, Autumn)
23403. Borders, (Im)mobilities, and Human Rights. (=ANTH 25225, HMRT 23403, GLST 23403) What is the human cost of border control? To what extent
do individuals possess the right to move to other states? How do different
states with large populations of refugees and asylum seekers develop and
enforce migration policies, and what do the differences in these policies
reveal about the social histories and futures of these states? To address
these questions, we will consider how borders, institutions, and categories
of migrant groups mutually shape one another. We will explore the
interrelationships between categories of migration—forced, economic,
regular, and irregular—in order to understand the multiple and unequal
forms of mobility experienced by those who inhabit these categories. By
utilizing a framework of human rights, this course will investigate how
contemporary issues in migration—such as border management, illicit
movement, and the fuzzy distinction between forced and economic
migration—raise and reopen debates concerning the management of difference.
We will draw on the work of anthropologists, sociologists, and geographers,
as well as journalists, legal, and medical professionals. Our readings each
week will include a mix of conceptual, ethnographic, long-form journalism,
and policy texts. When possible, we will also invite representatives from
different Chicago-based organizations that promote and protect the rights of
people in various situations of migration to come to our class to discuss
their work. CHDV Distribution C (D. Ansari, Spring)
23440. Health, Medicine, & Human Rights. (= HMRT 23440, SOCI 20268) The World Health Organization, United Nations and other international bodies consider health a fundamental human right. At the same time, most countries around the world are characterized by profound inequalities in health and wellbeing. In this course, we leverage sociological and social scientific concepts through a human rights framework to understand how these inequalities in mental and physical health are perpetuated by the structure and culture of society, with an emphasis on U.S. society. We will also examine medicine as an institution with a problematic history of repeated human rights violations (in the U.S. and around the world) and explore how that history shapes the current practice of medicine, medical research, and relations between doctors and patients. Finally, we will explore how institutions provide (or fail to provide) equal access to healthcare, and how state understandings of the right to health influence the lives of individuals and communities. CHDV Distribution: B, C, D (A. Mueller, C. Offidani-Bertrand, Autumn)
23511. Memory, Reconciliation, and Healing: Transitional Justice as Human Rights. (=HMRT 23511) Across the globe, recent national attempts to transition out of authoritarian rule and to manage the legacies of political conflicts have invoked discourses and questions of human rights. In the last fifty years, millions of people across the world have experience periods of protest and mobilization, violence and genocide, the emergence and entrenchment of armed revolutionary forces, and repressive governments. As these periods came to an end, the governments, civil societies, and individual citizens in each country have had to face the challenges of rebuilding social fabric, trust, and democratic culture while memorializing the past and considering the root causes of past conflict and authoritarianism. These processes have include discourses of rights (e.g. transitional justice, but also participation, democracy, education, etc.) and have shaped the lives of millions of individuals in these countries as well as the trajectories of each nation and its governments.
The proposed course draws on Peru, South Africa, and Ireland as case studies to guide students in comparatively analyzing the transitional processes and current implications. The goal of the course is for students to explore how these societies and their citizens have sought to deal with these problematic national histories and what ways these processes continue to influence each society. The students will leave the class with a better understanding of how conflict and post-conflict issues and developments have shaped current situations in these countries. Additionally, they will generate understandings of key human rights issues in these transitional contexts, as well as deconstruct the obstacles to upholding rights in applied contexts. The final project will guide them in synthesizing the class material in order to present concrete lessons and applied conceptions to a current case: Colombia. They will be challenged to apply lessons from the case studies and theory about forgiveness, reconciliation, memory, and healing as social processes and elements of human dignity.
The course will begin with the history of conflict and transitions in each of the case studies. Students will be presented with an array of sources that come from different disciplines, including sociology, anthropology, history, and literature, and challenged to create their own understandings of what occurred. They will be asked to draw connections and lessons across the cases. In the second and third units, students will encounter theoretical and philosophical texts related specifically to issues of memory and forgiveness. They will be challenged to evaluate the claims and frameworks in these positions, specifically by relating and applying them to the cases studied. The last unit will ask students to create a paper and a presentation offering findings and analysis focusing on a particular policy or initiative as applied to the context of Colombia. Students will develop the ideas for this project through exposure to an example drawn from the instructor’s own work on education, youth, and the Colombian Peace process. In their own final project, students will formulate how the policy or program they choose seeks to address some of the key questions or issues related to the past conflict, and what its implementation and impact might be like. They will be asked to reflect on concrete lessons that could inform both theory and applied programs about transitional societies. (G. Velez, Autumn)
23930/33930. Biological and Cultural Evolution. (=BIOS 29286, CHSS 37900, LING 11100, HIPS 23900, NCDV 27400, PHIL 22500/32500, BPRO 23900) Third- or fourth-year standing or consent of instructor required; core background in evolution and genetics strongly recommended. This course draws on readings in and case studies of language evolution, biological evolution, cognitive development and scaffolding, processes of socialization and formation of groups and institutions, and the history and philosophy of science and technology. We seek primarily to elaborate theory to understand and model processes of cultural evolution, while exploring analogies, differences, and relations to biological evolution. This has been a highly contentious area, and we examine why. We seek to evaluate what such a theory could reasonably cover and what it cannot. CHDV Distribution: A (S. Mufwene, W. Wimsatt, Winter)
25220. Constructing A Society of Human Rights: A Psychological Framework. (=HMRT 25220) This course is designed to discuss the ways that cultural and social psychology contributes to understandings about human rights conceptually, and how human rights issues emerge from social dynamics. Over the course of the quarter, students will learn about theories on intergroup conflict and prejudice, how an individual's beliefs emerge from social contexts and shape their relationships with others, how obedience to authority is created and abused, and how social positioning and narratives influence conceptions of self and other. We will also discuss the relevance and impact of psychological study and data on human rights issues. We will discuss how data is gathered and analyzed data that can support -- or reject -- claims about how and why violations have occurred. These conceptual frameworks will then be discussed in relation to specific case studies involving state-sponsored violence, individual and collective trauma, transitional justice and peace processes, and illegal detention and imprisonment.
Students will apply these lessons through analytic papers, presentations of their own case study and recommendations for policy or programs aiming to build understanding or utilization of human rights framework. (G. Velez, C. Bertrand, Spring)
25250. Disability in Local and Global Contexts. (=MAPS 46460, ANTH 24302) This is a course about intersections. Disability cuts across age, gender, class, caste, occupation, and religion- or does it? By some measures, people with disabilities are the largest minority group in the world today. In this course, we critically examine both the experiences of people with disabilities in a global context as well as the politics and processes of writing about such experiences. Indeed, questions of representation are perhaps at the core of this course. Is there such a thing as an international disability experience? What role have the United Nations Declaration on the Rights of Persons with Disabilities and international organizations such as the United Nations, the World Health Organization, and other non-governmental social and human service agencies played in the creation of specific understandings of disability experience?
We will ask whether disability is a universal category and we will consider how experiences of health, illness, disability, and debility vary. We will engage in “concept work” by analyzing the relationships between disability and impairment and we will critically evaluate the different conceptual and analytical models employed to think about disability. In doing so, we will rethink (perhaps) previously taken for granted understandings of disability and we will also engage with broader questions about international development, human rights, the boundaries of the nation, the family and other kinship affiliations, and identity and community formation. How is disability both a productive analytic and a lens for thinking about pressing questions and concerns in today’s world? CHDV Distribution: C (M. Friedner, Winter)
25900/30700. Developmental Psychology. (=PSYC 20500/30500) This is an introductory course in developmental psychology, with a focus on cognitive and social development in infancy through early childhood. Example topics include children's early thinking about number, morality, and social relationships, as well as how early environments inform children's social and cognitive development. Where appropriate, we make links to both philosophical inquiries into the nature of the human mind, and to practical inquiries concerning education and public policy. CHDV Distribution: B (K. O'Doherty, Spring)
26000/30600. Introduction to Social Psychology. (=PSYC 20600/30600) This course examines social psychological theory and research based on both classic and contemporary contributions. Among the major topics examined are conformity and deviance, the attitude-change process, social role and personality, social cognition, and political psychology. CHDV Distribution: C (W. Goldstein, Autumn).
26660/36660. Genes and Behavior. (=PSYC 26660, 36660) There are complex interactions between the genome and behavior. This course will examine how behavior can be understood by investigating the sequence and structure of genes, especially those expressed in the brain. It will consider behaviors in several species (including human), and present various molecular, genetic, and genomic approaches used to uncover how genes contribute to behavior and how behavior alters the genome. Lectures will provide background for gene-behavior interactions that will be further discussed using primary literature readings. CHDV Distribution: A (S. London, Winter)
26901. Psychology for Citizens. (=PSYC 26901) This course will examine aspects of the psychology of judgment and decision making that are relevant to public life and citizenship. Judgment and decision making are involved when people evaluate information about electoral candidates or policy options, when they vote, and when they choose to behave in ways that affect the collective good. Topics considered in the course will include the following. (1) What is good for people? What do we know about happiness? Can/should happiness be a goal of public policy? (2) How do people evaluate information and make decisions? Why does public opinion remain so divided on so many issues? (3) How can people influence others and be influenced (e.g., by policy makers)? Beyond persuasion and coercion, what are more subtle means of influence? (4) How do individuals’ behaviors affect the collective good? What do we know about pro-social behavior (e.g., altruism/charitable giving) and anti-social behavior (e.g., cheating)? (5) How do people perceive and get along with each other? What affects tolerance and intolerance? (W. Goldstein, Winter)
27821. Urban Schools and Communities. (=PBPL 27821, SOCI 20226) This course explores the intersection of urban schools and community, with a focus on the evolution of urban communities, families and the organization of schools. It emphasizes historical, anthropological, and sociological perspectives as we explore questions about the purpose and history of public schools, and factors that influence the character of school structure and organization in urban contexts, such as poverty, segregation, student mobility, etc. The topics covered provide essential intellectual perspectives on the history, work, and complexities of urban schools with a particular focus on the communities that surround them. CHDV Distribution: C (S. Stoelinga, Autumn)
27822. Critical Issues in Urban Education. (=PBPL 27822) This course explores a set of critical issues in urban education. The areas of inquiry will explore both inside and outside of the school house, with a focus on topics that are critical to consider to promote effective schooling, particularly in urban schools that serve low income, students of color. In this respect, the course aims to push and deepen thinking on the levers we have at our disposal to influence student outcomes including the ways schools are organized, noncognitive factors in academic success, effective literacy practices, college access, successful approaches for diverse learners and dual language learners, trauma-informed practices, intersections with parents and the community, the role of technology and innovation, and partnerships and philanthropy. Multiple disciplinary lenses will be used to analyze and understand these topics including sociological, anthropological, historical, learning sciences, policy, and sociocultural. CHDV Distribution: B (S. Stoelinga, Winter)
27850/41451. Evolutionary Psychology. (=PSYC 41450) Undergraduates must have permission of instructor. This course explores human social behavior from the perspective of a new discipline: evolutionary psychology. In this course we will read and discuss articles in which evolutionary theory has been applied to different aspects of human behavior and social life such as: developmental sex differences, cooperation and altruism, competition and aggression, physical attractiveness and mating strategies, incest avoidance and marriage, sexual coercion, parenting and child abuse, language and cognition, and psychological and personality disorders. CHDV Distribution: A (D. Maestripieri, D. Gallo, Autumn)
27950/37950. Evolution and Economics of Human Behavior. (= PSYC 27950/37950, BIOS 29265) This course explores how evolutionary biology and behavioral economics explain many different aspects of human behavior. Specific topics include evolutionary theory, natural and sexual selection, game theory, cost-benefit analyses of behavior from an evolutionary and a behavioral economics perspective, aggression and dominance, experimental economic games of cooperation and competition, parenting and development, love and mating, emotion and motivation, cognition and language, decision-making and risk-taking, and personality and psychopathology. CHDV Distribution: A ; 1* (D. Maestripieri, Autumn)
29700. Readings and Research in Human Development. Prerequisites: Consent of Instructor. Students are required to submit the College Reading and Research Course Form. Available for quality grades or for P/F grades. (Select section from faculty list on web, all quarters).
29701/ 39701. Intro to Buddhism. (=SALC 29700, RLST 26150) This course, which is intended for both undergraduates and graduates, introduces students to some aspects of the philosophy, psychology, and meditation practice of the Theravada Buddhist tradition in premodern and modern South and Southeast Asia, and also in the modern west. It looks first at basic Buddhist ideas and practices, , and then and the relationship(s) between Buddhism and psychology, in two ways: in relation to the indigenous psychology of the Shan in contemporary Northern Thailand, and then in the ways elements from Buddhist meditation have been taken up in recent years by western scientific psychologists. The course ends with an ethnography of a Buddhist meditation monastery in Thailand. Throughout the course attention is paid to the role(s) of gender. CHDV Distribution: C (S. Collins, Spring)
29800. BA Honors Seminar. Required for students seeking honors in Human Development. This seminar is designed to help students develop an honors paper to be submitted for approval and supervised by a CHDV faculty member. A course preceptor provides guidance through the process of research design and proposal writing. (A. Drake, Spring)
29900. Honors Paper Preparation. Prerequisites: PQ: CHDV 29800 and an approved honors project. To complete work on their Honors Papers, students must register for this course with their faculty supervisor, normally in the quarter preceding the one in which they expect to graduate. Students are required to submit the College Reading and Research Course Form. The grade assigned to the Honors Paper will become the grade of record for this course. (Staff, Autumn).
30102. Introduction to Causal Inference. PQ: Intermediate Statistics or equivalent such as STAT 224/PBHS 324, PP 31301, BUS 41100, or SOC 30005 is a prerequisite. (=STAT 31900, SOSI 30315, PBHS 43201, PLCS 30102) This course is designed for graduate students and advanced undergraduate students from the social sciences, education, public health science, public policy, social service administration, and statistics who are involved in quantitative research and are interested in studying causality. The goal of this course is to equip students with basic knowledge of and analytic skills in causal inference. Topics for the course will include the potential outcomes framework for causal inference; experimental and observational studies; identification assumptions for causal parameters; potential pitfalls of using ANCOVA to estimate a causal effect; propensity score based methods including matching, stratification, inverse-probability-of-treatment-weighting (IPTW), marginal mean weighting through stratification (MMWS), and doubly robust estimation; the instrumental variable (IV) method; regression discontinuity design (RDD) including sharp RDD and fuzzy RDD; difference in difference (DID) and generalized DID methods for cross-section and panel data, and fixed effects model. Intermediate Statistics or equivalent is a prerequisite. This course is a pre-requisite for “Advanced Topics in Causal Inference” and “Mediation, moderation, and spillover effects.” CHDV Distribution: M ; M* ( K. Yamaguchi, Winter)
30901. Biopsychology of Sex Differences. (=PSYC 31600, EVOL 36900, GNSE 30901) This course will explore the biological basis of mammalian sex differences and reproductive behaviors. We will consider a variety of species, including humans. We will address the physiological, hormonal, ecological and social basis of sex differences. To get the most from this course, students should have some background in biology, preferably from taking an introductory course in biology or biological psychology. CHDV Distribuiton: A; 1* (J. Mateo, Autumn)
32200. Anthropology and “the Good Life”: Culture, Ethics, and Well-being (= MAPS 32200, ANTH 24345, 35130) This course takes a critical, historical and anthropological look at what is meant by “the good life.” Anthropologists have long been aware that notions of “the good” play an essential role in directing human behavior, by providing a life with meaning and shaping what it means to be a human being. Over the past several years, however, there has been an increasing demand for clarification on what is meant by “the good life,” as well as how cultural conceptions of “the good” relate to science, politics, religion, and personal practice. In this course, we will take up that challenge by exploring what is meant by “the good,” focusing on three domains in which it has most productively been theorized: culture, ethics, and well-being. Through a close reading of ethnographic and theoretical texts, as well as through analysis of documents and resources used and produced by different communities in order to explore the good life, we will gain an understanding of the different theoretical and methodological approaches for understanding the good in the social sciences, the various cultural logics shaping knowledge and practices of the good, and how human experience is shaped by those iterations in the process. CHDV Distribution: C ; 3* (F. McKay, Autumn)
32822. Phenomenology & Madness: Perspectives from Cultural Psychiatry. (= MAPS 32800) This course provides students with theoretical and methodological grounding in phenomenological approaches to cultural psychiatry, examining how anthropologists and social scientists more generally have tried to describe the lived experiences of various forms of “psychopathology” or “madness.” Though the course focuses largely on phenomenological approaches within anthropology, students will also gain exposure to a mixed methodological approach, embracing philosophy, science studies, history, psychiatry, and cognitive science. By the end of the course, students will have learned how to describe and analyze the social dimension of a mental health experience, using a mixed methods approach, and using a technical vocabulary for understanding the lived experiences of mental illness (including: phenomena, life-world, being-in-the-world, epoche, embodiment, madness, psychopathology, melancholia/depression, schizophrenia, etc). Students will also present their work at the end of quarter in a creative medium appropriate to that analysis, during a final-week mock-workshop. CHDV Distribution: 4 (F. McKay, Spring)
34501-34502. Anthropology of Museums I, II.(=ANTH 24511-24512/34501-34502, MAPS 34500-34600, SOSC 34500-34600) PQ: Advanced standing and consent of instructor. This sequence examines museums from a variety of perspectives. We consider the World’s Columbian Exposition of 1893, the Native American Graves Protection and Repatriation Act, the image and imagination of African American culture as presented in local museums, and museums as memorials as exemplified by Holocaust exhibitions. Several visits to area museums required. CHDV Distribution: C (M. Fred, Winter)
35401. Advanced Topics in Mesoamerican Language and Culture. (=LACS 35401) PQ: CHDV 20400/30401, ANTH 21230/30705, LACS 20400/30401, CRES 20400, or Permission of Instructor. A seminar that considers recent research in the ethnography of language in the Mesoamerican region (especially Guatemala and southern Mexico). The course is intended for advanced students with prior experience studying the indigenous languages and cultures of the region through coursework and/or fieldwork. Class effort will be devoted to reading and discussion of selected contemporary ethnographic works, complemented by a few relevant classics. The substantive foci will vary over time but may include language standardization, multilingualism, language socialization, and aspects of the broader communicative ecology including migration, missionization, nonverbal communication, and new media. Special attention will be given to the place of community-based fieldwork in a contemporary context that increasingly demands both narrower topical and broader contextualizing perspectives (whether these be historical, regional, or global). (J. Lucy, Autumn)
37201/37202. Language in Culture I-II. (=ANTH 37201/37202, LING 31100/31200, PSYC 47001/47002) Prerequisites: Undergrads require consent of instructor. Among topics discussed in the first half of the sequence are the formal structure of semiotic systems, the ethnographically crucial incorporation of linguistic forms into cultural systems, and the methods for empirical investigation of “functional” semiotic structure and history. CHDV Distribution: 5* (Staff, Autumn, Winter)
39900. Readings in Human Development. PQ: Permission of instructor. This course is often taken with the student's advisor in preparation for their thesis proposal. (Select section from faculty list, all quarters).
40000. HD Concepts. (=PSYC 40900) PQ: CHD graduate students only. Our assumptions about the processes underlying development shape how we read the literature, design studies, and interpret results. The purpose of this course is two-fold in that, first, it makes explicit both our own assumptions as well as commonly held philosophical perspectives that impact the ways in which human development is understood. Second, the course provides an overview of theories and domain-specific perspectives related to individual development across the life-course. The emphasis is on issues and questions that have dominated the field over time and, which continue to provide impetus for research, its interpretation, and the character of policy decisions and their implementation. Stated differently, theories have utility and are powerful tools. Accordingly, the course provides a broad basis for appreciating theoretical approaches to the study of development and for understanding the use of theory in the design of research and its application. Most significant, theories represent heuristic devices for "real time" interpretations of daily experiences and broad media disseminated messages. CHDV Distribution: R (J. Lucy, Autumn).
40128. Sociology of Education. (=SOCI 40225) Education plays a fundamental role in society, both because it determines individuals’ life chances and because it has the power to reproduce or ameliorate inequality in society. In this course, we will discuss theoretical and empirical research that examines how schools both perpetuate socioeconomic inequality and provide opportunities for social mobility. We will pay particular attention to the role of schools in the intergenerational transmission of social status, especially based on race, class, gender, and immigrant status and with an emphasis on the U.S. We will also discuss the social side of schools, delving into (1) the role of adolescent culture(s) in youths’ educational experiences and human development and (2) social psychological aspects of schooling. Schools are the primary extra-familial socializing institution that youth experience; thus, understanding how schools work is central to understanding the very structure of societies as well as the transition from childhood to adulthood. CHDV Distribution: 2* (A. Mueller, Autumn)
40207. Development in Adolescents. (=CRES 40207) Adolescence represents a period of unusually rapid growth and development. At the same time, under the best of social circumstances and contextual conditions, the teenage years represent a challenging period. The period also affords unparalleled opportunities with appropriate levels of support. Thus, the approach taken acknowledges the challenges and untoward outcomes, while also speculates about the predictors of resiliency and the sources of positive youth development. The perspective taken unpacks the developmental period's complexity as exacerbated by the many contextual and cultural forces which are often made worse by unacknowledged socially structured conditions, which interact with youths' unavoidable and unique meaning making processes. As a function of some youths' privileging situations versus the low resource and chronic conditions of others, both coping processes and identity formation processes are emphasized as highly consequential. Thus, stage specific developmental processes are explored for understanding gap findings for a society's diverse youth. In sum, the course presents the experiences of diverse youth from a variety of theoretical perspectives. The strategy improves our understanding about the "what" of human development as well as the "how." Ultimately, the conceptual orientation described is critical for 1) designing better social policy, 2) improving the training and support of socializing agents (e.g., teachers), and 3) enhancing human developmental outcomes (e.g., resilient patterns). CHDV Distribution: 2* (M. Spencer, Winter)
40770. Early Childhood: Human Capital Development and Public Policy (=PPHA 40700) The goal of this course is to introduce students to the literature on early child development and explore how an understanding of core developmental concepts can inform social policies. This goal will be addressed through an integrated, multidisciplinary approach. The course will emphasize research on the science of early child development from the prenatal period through school entry. The central debate about the role of early experience in development will provide a unifying strand for the course. Students will be introduced to research in neuroscience, psychology, economics, sociology, and public policy as it bears on questions about “what develops?” critical periods in development, the nature vs. nurture debate, and the ways in which environmental contexts (e.g., parents, families, peers, schools, institutions, communities) affect early development and developmental trajectories. The course will introduce students to the major disciplinary streams in the developmental sciences and the enduring and new debates and perspectives within the field. In this course students will critically examine historical trends, current challenges, and new directions in developmental science and early childhood policy. Through directed readings, written work, and class participation, students will have opportunities to grapple with the complexities of connecting scientific research to the formulation of evidence-based policies that advance the healthy development of children, families, and communities and bring high returns to all of society, in the United States and around the world. CHDV Distribution: 2* (A. Kalil, Winter)
40851-40852-40853. Topics in Developmental Psychology I-II-III(=PSYC 40851-40852-40853) PQ: Consent required. Graduate students only. (Staff, Autumn, Winter, Spring)
42401. Trial Research in Human Development – I. Prerequisites: CHD grad students only. This course is taken in the Spring quarter of the first year, and again in the Autumn quarter of the second year. The purpose of this seminar is to help students formulate and complete their trial research projects. CHDV Distribution: R (M. Keels, Spring).
42402. Trial Research in Human Development - II. PQ: CHD graduate students only. Second in required Trial Research Seminar sequence. The purpose of this seminar is to help students formulate and complete their trial research projects. CHDV Distribution: R (M. Keels, L.Richland, Autumn.)
43303. Society & Mental Health. (=SOCI 40224, GNSE 43303) Acquire a broad understanding of the central theoretical and empirical approaches to mental health and illness and society. Learn to critique the major assumptions of each major approach and understand their strengths and weaknesses Identify at least one significant new research question related to the study of the sociology of mental health and illness. CHDV Distriubtion: 2*, 4* (A. Mueller, Autumn)
43345. The work of “care”: managing life in the 21st century. (=ANTH 45115) In recent years it has become increasingly clear that the biopolitical project associated with the liberal polity has undergone radical transformation, and that these transformations have been accompanied by increasing social precarity in many parts of the world. In response to the unsettling of older ways of governing people and growing populations, anthropologists have increasingly begun to examine new, emergent ways of fostering life and belonging. This course will examine a range of such works in order to interrogate on the one hand, how governments or other bureaucratic entities may be reformulating their modes of governance and on the other, how people respond with new ways of belonging and care. Potential readings include texts by Anne Allison, Veena Das, Clara Han, Annemarie Mol, Elizabeth Povinelli, China Scherz, Lisa Stevenson, and others. CHDV Distribution: 2*, 3*, 4* (J. Cole, E. Raikhel, Autumn)
43550. Gesture. (=PSYC 43550) This course will examine the spontaneous movements that we produce when we talk––our gestures. We will first consider what gesture is (and is not), and then explore gesture in relation to communication, thinking, learning, action, and the brain, ending with an exploration of gesture as it becomes language, on-the-spot and over longer periods of time. CHDV Distribution: 5* (S. Goldin-Meadow, Winter)
43600. Process of Judgment and Decision Making. (=PSYC 43600) Prerequisites: Graduate students only. This course offers a survey of research on judgment and decision making, with emphasis placed on uncertainty and (intrapersonal) conflict. An historical approach is taken in which the roots of current research issues and practices are traced. Topics are drawn from the following areas: evaluation and choice when goals are in conflict and must be traded off, decision making when consequences of the decision are uncertain, predictive and evaluative judgments under conditions of uncertain, incomplete, conflicting, or otherwise fallible information. (W. Goldstein, Autumn).
44700. Sem: Topics in Judgment and Decision Making. (=PSYC 44700) PQ: Graduate students only. This course offers a survey of research on judgment and decision making, with emphasis placed on uncertainty and (intrapersonal) conflict. An historical approach is taken in which the roots of current research issues and practices are traced. Topics are drawn from the following areas: evaluation and choice when goals are in conflict and must be traded off, decision making when consequences of the decision are uncertain, predictive and evaluative judgments under conditions of uncertain, incomplete, conflicting, or otherwise fallible information. Consent of instructor required. (W. Goldstein, Spring).
45501. Cognition and Education. Permission Required for Undergraduates. Cognition and Education will explore research bridging basic psychological theories of cognition with rigorous studies of educational practice. Complete psychological theories of cognition must be able to explain thinking and learning in dynamic, everyday contexts. At the same time, this work cannot impact practice without being well grounded in teachers and students' everyday activities. Course readings will include psychological studies of cognition and learning, developmental studies of children's thinking, and educational studies of teaching in STEM (Science, Technology, Engineering, and Mathematics) fields. CHDV Distribution: B; 5* (L. Richland, Spring)
45601. Moral Psychology & Comparative Ethics. (=PSYC 44000) Three types of questions about morality can be distinguished: (1) philosophical, (2) psychological, and (3) epidemiological. The philosophical question asks, whether and in what sense (if any) "goodness" or "rightness" are real or objective properties that particular actions possess in varying degrees. The psychological question asks, what are the mental states and processes associated with the human classification of actions are moral or immoral, ethical or unethical. The epidemiological question asks, what is the actual distribution of moral judgments across time (developmental time and historical time) and across space (for example, across cultures). In this seminar we will read classic and contemporary philosophical, psychological and anthropological texts that address those questions. CHDV Distribution: C, B; 3 (R. Shweder, Autumn)
45699. When Cultures Collide: The Multicultural Challenge. (=PSYC 45300, ANTH 45600, HMRT 35600, GNDR 45600) Coming to terms with diversity in an increasingly multicultural world has become one of the most pressing public policy projects for liberal democracies in the early 21st century. One way to come to terms with diversity is to try to understand the scope and limits of toleration for variety at different national sites where immigration from foreign lands has complicated the cultural landscape. This seminar examines a series of legal and moral questions about the proper response to norm conflict between mainstream populations and cultural minority groups (including old and new immigrants), with special reference to court cases that have arisen in the recent history of the United States. CHDV Distribution: C ; 3* (R. Shweder, Winter).
46460. Disability, Dependency, and the Good Life. (ANTH=45120) Disability studies is an interdisciplinary area of study that focuses on the experiences and representation of disability across multiple realms – including the social, environmental, cultural, regional, historical, economic and political. Additionally, with the emergence of increasingly sophisticated prenatal testing technologies and technological interventions such as cochlear implants, the binary between disabled and non-disabled is becoming increasingly porous: disability is both the new normal and a category ever more in flux. This course will take an anthropological approach to disability in exploring some of the foundational concepts utilized by disabled activists and communities both in the United States and internationally. We will explore the concepts of inter/dependency, accessibility, inclusion, participation, and justice as disabled actors in daily life mobilize them to both create livable worlds and to make claims of other individuals, organizations, and states. In doing so, we will consider the works of scholars writing about dependency and interdependency and we will consider the ethical stakes of different ethical moral, and political frameworks for thinking about disabled peoples’ experiences. CHDV Distribution: 2*, 4* ( M. Friedner, Spring)
46661. Advanced Topics in Behavioral Genomics. (=PSYC 46661) One of the great opportunities in this post-genome age is to use DNA to better understand behavior. It is increasingly obvious that the interactions between genes and behavior are complex. Thus, identifying meaningful connections between them requires careful consideration of both. This seminar course will use primary literature as a platform to consider how behavior is influenced by, and itself alters, the genome, including the epigenome. The course will cover examples from a variety of animals including humans, various methods for measuring the epigenome, genome and behavior, and the relevant neurobiology for each system. CHDV Distribution: 1 (S. London, Winter)
48001-48002-48003. Mind and Biology Proseminar I-II-III. (=PSYC 48001/2/3) PQ: 3 quarter sequence; receive 100 units of credit IN SPRING ONLY after completing all quarters. Consent Only. The goal of this proseminar is to give graduate students the opportunity to be exposed to and discuss the research in biopsychology currently conducted at the Institute for Mind and Biology. The Mind and Biology Proseminar meets four times a quarter (plus an orientation meeting in Autumn quarter, each time for two hours. A meeting consists of a 45 – 60 minute research presentation by an IMB faculty member (or a guest speaker) and 60 minutes of discussion. (Staff, Autumn, Winter, Spring)
48412. Publications, Grants, and the Academic Job Market. (=PSYC 48412, EVOL 48412, NURB TBD) In this graduate seminar we will discuss how to write and publish scientific articles, prepare grant applications, write CVs and job applications, and give job talks and interviews. In other words, everything you always wanted to know about being successful in academia but were afraid to ask. (D. Maestripieri, Autumn)
49900. Research in Human Development. PQ. Permission of instructor. This course is often taken with the student's advisor in preparation for their dissertation. (Select faculty from section list, all quarters.)